AR effect sizes do not differ significantly across grade levels, although the descriptive undergraduate effect (0.839) exceeds high school (0.623) and primary (0.303)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Differences in AR effect sizes across primary education, high school, and undergraduate levels were not statistically significant (QB = 3.876, p = 0.144). → Ozdemir M. 2018
Evidence¶
Ozdemir M. 2018¶
Ozdemir M., Sahin C., Arcagok S., & Demir M. K. (2018). The effect of augmented reality applications in learning process: A meta-analysis study. Eurasian Journal of Educational Research, 74, 165-186. https://doi.org/10.14689/ejer.2018.74.9
q3 · i? · quant-synthesis · r2
Subgroup moderator analysis within the meta-analysis across grade levels under a random-effects model. Pooled ES values were 0.839 for undergraduate (3 studies), 0.623 for high school (5 studies), and 0.303 for primary education (8 studies); the test showed no significant difference among the groups.
"This indicates that the distribution is heterogeneous and there is not a significant difference among the groups in terms of the effect values (QB = 3.876, p= 0.144)."
Discussion¶
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